Y1 Progress report | Sarah Otanga

Promoting Climate Change Literacy in Lower Primary School through Interactive Learning Resources and Storytelling

My research seeks to design, develop, and evaluate interactive storytelling resources to promote climate change literacy among grade 3 learners. During the first year, I made significant progress in refining the research problem and objectives. I conducted a comprehensive literature review of interactive and storytelling resources currently available to promote climate change literacy among grade 3 learners in Kenya. Interviews were also conducted with key stakeholders – teachers and curriculum experts – to gather further insights into the availability of interactive and storytelling resources. This review and interviews helped identify the existing knowledge gaps and informed the study course.

The research methodology and design were refined through consultations with my supervisor and mentor. The research instruments – interview guides, focus group discussion guides, classroom observation tools and resource evaluation instruments – were developed and reviewed to ensure alignment with the study objectives. Ethical approval was initiated to ensure compliance with institutional and national research requirements.

A major milestone this year was the co-design and co-development of interactive storytelling resources for grade 3. The co-design and co-development process adopted a participatory approach, drawing on feedback from learners, teachers, and curriculum experts to ensure that the resources were pedagogically appropriate, culturally relevant, and aligned with Kenya’s Competency-Based Curriculum. Based on stakeholder feedback, the resources are being continuously refined to ensure their educational quality and usability. These resources incorporated locally relevant narratives, age-appropriate language, interactive activities, and multimedia. The resources are yet to be tested with learners.

Participation in the FAR-LeaF programme has made a significant contribution to my growth as an early-career researcher. Throughout the year, I attended bi-weekly sessions. These sessions enhanced my knowledge of research methodology, community engagement, academic writing, interdisciplinary research, sustainability research and science communication. I also had the chance to attend a workshop on the Future Africa Campus, which was eye-opening and helped me meet and engage with the other fellows and learn from them. Regular interactions with my supervisor and mentor further strengthened my research planning.

In this first year, I also engaged with teachers, learners and educational stakeholders throughout the research process. Their perspectives informed the design and refinement of the interactive storytelling resources. Their participation in the study also ensured that it remains relevant to classroom realities and responsive to learner needs. The collaborative engagements reinforced the value of participatory research and highlighted the importance of involving end-users in the development of educational resources.

Some challenges experienced in the first year included delays in disbursing the first-quarter funds, which delayed most project activities. Some processes must be followed at my institution before I can access the funds. There were also challenges in securing the participation of key stakeholders. Most of the time, I have to work with times that are convenient for them, especially for teachers and learners, and be careful not to interfere with the school programme. Despite these challenges, the process has been fulfilling, and key milestones have been achieved. These include the completion of an extensive literature review on available interactive and storytelling resources for promoting climate change literacy, refining the research design and methodology, developing and refining the research instruments, co-designing and co-development of interactive storytelling resources with stakeholders, participating in the research capacity-building activities through the programme and strengthening my academic writing and interdisciplinary research skills.

Participating in this programme has provided a supportive research environment that has significantly enhanced both my academic and professional development. For instance, the programme has enhanced my ability to conduct interdisciplinary research, collaborate with stakeholders, develop solutions to address climate change education, and introduced me to various dissemination channels beyond peer-reviewed journal publication. To this end, the first year has established a strong foundation for the successful completion of the research project. Support from the programme, my supervisor, mentor, and collaborating stakeholders has strengthened my research capacity. The project is also now positioned to make a meaningful contribution to climate change literacy in Kenya.

Before my engagement in the programme, I viewed transdisciplinary research as collaboration among researchers from different academic disciplines. Through participating in the programme, I now understand that transdisciplinary research engages community/non-academic stakeholders in the co-creation of knowledge and solutions to societal challenges. It goes beyond working with people from different academic disciplines. It requires building genuine partnerships. In my research context, as I develop interactive resources, I have to work with various stakeholders, including teachers, learners, curriculum experts, early childhood educators, and climate change experts. I have also realised the importance of integrating knowledge from education, educational technology and environmental science.

One thing that has stood out during the first year of the research is the enthusiasm of the teachers and learners during field activities, and their willingness to share their experiences. Their genuine interest has made the data collection process enjoyable.

Annual report submitted by Dr Sarah Otanga

(summarised for publication by Heidi Sonnekus for the FAR-LeaF Programme)